By David Bielik
A multi-year study from the Walton Family Foundation and Gallup in 2024 reveals a paradox that school leaders can’t afford to ignore: the majority of teachers (68%) say they’re satisfied with their workplace and yet over 90% report being burned out, uncertain about their future, and/or preparing to walk away. That’s the perplexing picture painted in a recent article by Nadia Tamez-Robledo, published last month on EdSurge.
The data is clear: dissatisfaction and burnout are not mutually exclusive, and ignoring the disconnect may worsen already dire staffing challenges. Let’s dive in and break down the two critical findings from the study, and what school administrators can do now to support, retain, and empower their teachers.
1. Teachers Are Largely Satisfied, But Satisfaction Doesn’t Mean Sustainability
With 68% of teachers reporting being either satisfied or extremely satisfied with their workplace, and over 90% also reporting feeling some level of burnout, it's clear that meaningful support systems, not just positive school culture, are essential to keeping educators from being emotionally and physically depleted.
What’s more, satisfaction is unevenly distributed. Teachers in lower-poverty schools (0-25% of students receiving free or reduced-price lunch) report the highest satisfaction, with 78% satisfied or extremely satisfied, compared to 66% in schools with the highest poverty rates (76-100%). This suggests that school context, including student needs, community stressors, and available resources, plays a significant role in how sustainable a workplace actually feels.
Take Action: Satisfaction alone doesn’t protect against burnout. Administrators must ensure teachers aren’t just content, but also respected, supported, and energized. Recognize and elevate teacher voice in decision-making, particularly in communities under the most pressure. Ask teachers what drains them most and where they need more support. Then act on that feedback. School leaders can address burnout by:
Protecting planning and collaboration time
Offering sustained wellness supports (not just a single PD session or isolated campaign)
Encouraging a culture of work-life balance where setting boundaries is respected, even expected
2. Many Teachers Aren’t Sure They’ll Stick Around
When asked whether they planned to return to the classroom next school year, nearly 1 in 5 teachers said they were considering a different role in education or leaving the profession entirely. And 13% overall said “I don’t know” about next year, a sizable population who are one tough spring away from leaving.
But the data is even more stark for teachers who identify as Black or African American. Only 64% said they plan to stay at their current school. Over a third (36%) indicated they were either unsure about returning, planning to leave the classroom, or leaving K-12 education altogether.
Take Action: Retention requires more than appreciation days and thank-you notes. Teachers, especially those from historically marginalized communities, need to feel seen, supported, and able to grow in meaningful ways throughout the year. That means investing in structures that value their contributions, recognize their leadership, and affirm their experiences. Administrators should consider the following:
Pair early-career teachers with experienced mentors who can offer guidance, perspective, and encouragement through the inevitable challenges of the profession.
Offer pathways for teachers to lead initiatives, mentor peers, or shape curriculum, without requiring them to leave the students they serve.
Make sure that staff from diverse backgrounds are heard, included, and respected in decision-making, professional development, and school culture, not just during the hiring process, but every single day.
Conclusion: Schools Need to Read Between the Numbers
Satisfaction is definitely a success metric, but that’s not the full story. A teacher might feel satisfied today, but that won’t keep them from leaving tomorrow if they’re overworked, underpaid, or unsupported. As the Gallup-Walton study shows, today’s educators are navigating a landscape where exhaustion coexists with optimism, and where purpose alone won’t prevent turnover.
For school and district leaders, the message is clear: Don’t wait for teachers to burn out before making changes.
Value purposeful collaboration time
Actively offer wellness support
Carefully pair teachers for mentoring
Ensure that teachers are heard and valued
Listen to what your teachers are saying, through both their words and their actions, and respond with urgency, creativity, and care.
The DMC Learning Success Team has over 30 years of combined experience in education, teaching in K-12 settings, and supporting learning success in college/university settings. Drawing from these experiences, DMC is committed to providing resources and tools related to our current work, which involves helping educational partners improve their culture through intentional and scalable solutions.